Suchergebnisse

"This edited book focuses specifically on military and defense operations, expenditure, technologies, and tools, and the ethics surrounding technologies like weaponry and artificial intelligence in the military, covering a wide and diverse range of military and defense applications while providing crucial information on the functions, security, and reliability of these technologies"--

In the middle of the academic year, it may be a good idea to review some of the changes and trends taking place in higher education across the United States. This list is by no means exhaustive but does offer some insights on the pace of change in higher education.

Cross-cultural education is thought to develop critical consciousness of how unequal distributions of power and privilege affect people's health. Learners in different sociopolitical settings can join together in developing critical consciousness – awareness of power and privilege dynamics in society – by means of communication technology. The aim of this research was to define strengths and limitations of existing cross-cultural discussions in generating critical consciousness. The setting was the FAIMER international fellowship program for mid-career interdisciplinary health faculty, whose goal is to foster global advancement of health professions education. Fellows take part in participant-led, online, written, task-focused discussions on topics like professionalism, community health, and leadership. We reflexively identified text that brought sociopolitical topics into the online environment during the years 2011 and 2012 and used a discourse analysis toolset to make our content analysis relevant to critical consciousness. While references to participants' cultures and backgrounds were infrequent, narratives of political-, gender-, religion-, and other culture-related topics did emerge. When participants gave accounts of their experiences and exchanged cross-cultural stories, they were more likely to develop ad hoc networks to support one another in facing those issues than explore issues relating to the development of critical consciousness. We suggest that cross-cultural discussions need to be facilitated actively to transform learners' frames of reference, create critical consciousness, and develop cultural competence. Further research is needed into how to provide a safe environment for such learning and provide faculty development for the skills needed to facilitate these exchanges.

The research employed critical discourse analysis of official social science documents and three prominent lines of social science textbooks. Despite the recent emphasis on incorporating real-world economic practices into school financial education, the findings reveal that new social science textbooks exhibit increased criticism toward the market economy. Furthermore, they tend to avoid addressing and analysing the socio-economic issues of the present day. The study concludes by emphasising the need for economic education in schools to focus on contemporary social and financial problems.

The first part is dedicated to explore how educational attainment varies after reforms in compulsory education and can be seen as a starting point for further analysis that make use of these kind of laws to instrument for education. In the second half of the twentieth century reforms in compulsory education laws aimed at increasing educational attainment in many countries. Using individual-level data from a cross-section of country, the question on whether these reforms had the expected effect is addressed. In a regression discontinuity design framework, reforms effects are controlled by mean of a standard linear model, focusing on the average effect, and of a quantile regression model. An introductory part based on a single country study will give advices on the best strategy to identify individuals' exposure to the reform, taking into account migration and internal mobility, and problems related to low quality of data and discrepancies among them. Then the overall effect of the reforms is considered on a cross section of countries and the results show that the average effect is positive, even if there are substantial differences among the countries considered. Reforms play a role in reducing inequality of educational attainment, having a positive impact on people who belong to the lower quantiles of the distribution of education. After this first introductory part, we focus on a single country and using a representative sample of Ecuadorian young women's households, we investigate whether education, instrumented by a reform in compulsory education, shapes fertility choices, labor market participation rate and future children's outcomes. Estimates show that the completion of lower secondary school decreases the probability of early motherhood by 7%. Then, after controlling for labor market preferences in a model where the choices to be a mother and to be in the labor force are considered simultaneously, we find evidence that schooling is positively related to women's labor market participation rate and negatively to early motherhood. The last section concludes stressing the potential intergenerational effects of changes in the age at first birth, showing that firstborn children born to older mothers have better educational outcomes than those born to younger ones. So policies aimed at increasing women educational attainment are found to be positively related to better women's outcomes, expressed by lowered teenage motherhood rate and by increased labor market attachment, and also to improved children's conditions, represented by their schooling attendance. The last chapter takes into account a reform that reorganized the Italian university system in 2001. Based on a survey on employers' preferences over prospective workers hiring practices, this work focuses on the variations in the demand for skilled labor force after a reform of the Italian University system. This reform caused an increase in tertiary education attendance and a reduction in drop out rates. Whether graduates are more likely to be hired after the increase in the supply of skilled human capital or not is investigated, paying attention to the kind of occupation for which they are required. Since the reform modified both the length of degrees and course contents, this work also attempts to study employers' choice between the BA and the MA graduates. Results show that the demand for skilled workers increased and this is mainly driven by the fact that employers are substituting less skilled workers with more skilled ones for clerical and technical occupations. Factors that could have altered post-reform hiring decisions are presented and discussed and evidence suggests that they should not lead to overestimate the effect of the University reform.

"Prepared in the Office of Assistant Secretary for Legislation under the direction of Wilbur J. Cohen, Assistant Secretary (for Legislation)" ; Mode of access: Internet.

Purpose– This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.Design/methodology/approach– An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO2emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.Findings– The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.Practical implications– New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.Originality/value– Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.

The paper examines the results of the quantitative study undertaken among the students of the State Conservatory of Uzbekistan in order to reveal what difficulties and shortcomings creative graduates have, and whether they are prepared to break into professional networks. As well as how higher educational establishments in creative musical art deal with a growing interest in the sector of entrepreneurship. According to the findings, students are generally aware of the complexities of a career in music and the performing arts. In this regard, the majority of respondents showed interest in gaining additional knowledge outside of their primary profession. The survey also revealed that many students wanted to do more of their specialty without considering the economic implications; however, a smaller group of survey participants was prepared to enter the creative economy.

The impacts of global capitalism and neoliberalism on higher education can reduce the social work curriculum to competency-based skills acquisition rather than critically reflective, transformative learning. This encourages the promotion of establishment social work approaches aimed at accepting the status quo, rather than critical forms of social work that critique the dominant social structures and power relations that cause broad social divisions. The marginalisation of critical approaches reshapes social work towards conservative, market-led demands, yet an explicitly critical social work curriculum is pivotal to the claim of social work as an emancipatory project. This article presents original research that discusses the impact of an Australia critical social work programme on students' development as agents of change. The findings suggest that developing a curriculum based on critical social science, and using critical pedagogical processes, assists students/graduates to work effectively for social justice and promotes their participation in collective social action.

This Executive Summary provides key findings and recommendations regarding the delivery of early childhood education for children ages 0 to 5. Proviso 55.5 - Student Achievement and Vision Education or the (SAVE) Proviso is the piece of legislation that authorized the State Commission for Minority Affairs to examine the impact of investments by the state in early education and care for populations ages 0 to 5. This Final Report provides summary recommendations, as well as individual chapter recommendations related to Proviso 55.5.

This article discusses the value of experiential education in the Humanities as a way to foster conscientization in the classroom. It begins by briefly introducing experiential education and its relationship to critical pedagogy, before detailing one way the author employs experiential learning in the classroom through a semester-long, multi-modal, digital project the author calls, "Power Relations: The New York City Experience."

Botswana has achieved a lot in education development since the country's independence in 1966. Public education funding and access increased significantly, literacy rates rose, more schools were constructed and student enrolment rates increased at both primary and secondary schools. However, this paper argues that Botswana's education system has been declining over the past 10 years, but that is concealed by the use of political spectacle. The data collected from secondary sources were used and subjected to content analysis. The findings show high public education expenditure and access in Botswana, but high failure rates; success narratives and pronouncements without commitment to educational effectiveness and efficiency; massive construction of public schools, but poor teaching–learning conditions; and trivialization of meaningful education reforms. This paper concludes by recommending the introduction of learner-friendly methods of assessment, improving teacher–government relations, the inclusion of stakeholders in education decision-making and the implementation of cost–benefit and cost-effectiveness measures in Botswana's education.